Page 210 - EL Grade Teacher Guide - Module 1

Schools and Community
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Direct students’ attention to the Writing Partners anchor chart and review it.
Ask and invite students to use a megaphone response (say it all together):
“What is one thing you will do with your writing partner?”
Transition students to sit next to their writing partner in their workspaces.
Invite students to open their O to Class notebook to page 4 and put their pencil down.
Remind students that they have used their notebooks to take notes, and now they will use their notebooks to answer a question. This is di erent from taking notes, because now the ideas need to be in complete sentences.
Tell students that after you read the prompt aloud, they should turn and talk with their writ- ing partners about what they will be listening for when you read the text aloud.
Remind students of their writing partner.
Read the prompt and question on page 4 of the O to Class notebook:
– “Listen as your teacher rereads the section ‘A Window to the World’ on page 13. Then answer the question below.”
– “How does technology help students to learn in the village of Xixuaú? Use details from the text in your explanation.”
Invite students to turn to their writing partner to discuss what information they will be lis- tening for.
Display page 13 of O to Class. Read aloud the section that begins “In 2002, everything changed.”
Invite students to turn to their writing partner to discuss what they will write. After 30 sec- onds, cue students to allow the other partner to share his or her ideas.
Invite students to begin writing in their own notebooks. Circulate to support them as they write by rereading the prompt or parts of the text. Encourage students to use the resources in the room to help them with spelling (Word Walls, anchor charts, etc.).
When 3 minutes remain, ask students to wrap up their writing. Refocus whole group.
Encourage students to share their work with their writing partner. Remind them to take turns listening to each other read their work aloud.
Invite students to give their writing partner a handshake or high- ve for the work they have done.
Meeting Students’ Needs
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For ELLs: Consider pairing udents with a partner who has more advanced or native language pro ciency. The partner with greater language pro ciency can serve as a model in the pair, initiating discussions and providing implicit sentence frames, for example. (MMAE)
For ELLs: Display the relevant pages of the notebook on a document camera or display an enlarged copy of it to help direct udents to the appropriate pages and sections while providing in ructions. Model and think aloud responding to a sample que ion. Provide sentence frames for udents to support their thinking and writing. (Example: Technology helps udents by _______. Also, _______.) (MMR)
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Unit 2: Lesson 3